When anxiety is a significant factor in adult literacy and numeracy learning, how can anxieties about the technology tools we use be overcome?

Computer anxiety

Computer anxiety and literacy learners
Most of us have experienced anxiety and those feelings of dread, embarrassment and wanting to hide, along with the physical experiences of rapid heart beat, sweating and shaking hands, nausea, trouble breathing, blushing, panicky thoughts, lightheadedness, agitation and nervousness. 

Coryell and Clark (2009) state that doing something new can cause anxiety and self-consciousness to “arise unbidden” (p.499) and that it is a common experience that “can be viewed as an asset or an obstacle” (p.499).  In the case of an adult learner, Coryell argues that these emotions can act as a motivator, especially if the emphasis is on collaborative and interactive learning rather than giving the message that success is dependent on “perfection” and “getting it right” (p499). 

For an adult learner with literacy needs, anxiousness can also occur from feeling “left behind by a too-hurried pace in classroom lessons” (Coryell & Clark, 2009, p.485), as well as concerns around feeling ridiculed, embarrassed or not being understood.  Alternatively,  adults undertaking e-learning can overcome the “‘shame’ of repeated underachievement in literacy, because they can refer to their class or study as computer or ICT learning” (Fletcher, Nicholas and Davis, 2010, p.17).

E-learning and anxiety

I use the term e-learning to include learning using computer related technology, including on-line learning, internet, hand-held devices and social media such as Facebook, Twitter, Skype etc.

e-learning

 The prospect of learning both course content and new technology can be a daunting proposition for a literacy learner, particularly for an older adult or someone who hasn’t been in the workplace for sometime.  Therefore, planning e-learning lessons should relate to the learners life as well as being collaborative and non-threatening as possible.  Using K. Virginia Hemby’s paper, “Designing programs for computer-anxious adults: The trainer’s dilemma” (1999), as a basis, I list the some e-learning strategies for computer anxious adult literacy learners:

Find out prior knowledge

Find out what exposure your learners have had to computers.  What do they already use?  How are these different or similar from what will be used on the course?

Use humour and empathy

Adults learn best in non-threatening and informal environments. Give examples of your own experiences of “computer anxious moments” and describe how you felt; e.g. sweaty palms or shaking.  Bring humour into the story to lessen the learners’ anxiousness and let them know they are not alone.

De-mystify the computer

Many learners fear they could “break” or “crash” the computer.  Some consider the computer “alive” and controlling the information rather than us controlling the computer.  Open the computer casing (if possible) to show and touch the components. Explain the workings and what the various keys are for.  

Address learners’ fears

In group sessions, share fears around using computers.  Explore what error messages and beeps mean.

error message

Take small steps

Go through the basics such as starting and closing the computer. Show where a DVD is inserted. If a learner indicates that they know what the basics are, have them demonstrate some of the activities.  Give time for learners to practice the new knowledge.

See http://www.cbal.org/computer-training.html for literacy resources.

Avoid computer jargon

Use card matching activities and worksheets to introduce new terminology.  Don’t overload learners with computer jargon.

Learn together

Not everyone will learn at the same speed.  Have learners collaborate together in pairs or groups using a computer and share knowledge.  Group work allows a learner see others grappling with similar problems and challenges to themselves. 

Learn together

Avoid technology overload

Avoid using multiple technologies at the same time such as videos, computer monitors, handheld devices and overhead projectors. Assure learners that they don’t need to learn everything and that they can look up workbooks or find information online.   




Use positive instructions

Avoid warnings that can exacerbate anxiousness around e-learning such as “you must not turn off the computer without ‘shutting down’ first”.  Learners can easily fear they will do costly and irreparable damage.

Encourage practice

Give “brief presentations of information with demonstration and practice” (Hemby, 1999, p.34).  Allow plenty of time for hands-on practice.

Create learning partnerships

Learning partnerships can be with fellow learners, at the nearest learning centre, at home with a family member or friend.  “Learning with  the support of the church is common in the Pasifika community” (Fletcher, et. al, 2010, p.24)

Allow time for reflection

Give session time for reflection to discuss problems and issues as well as celebrate successes and victories.  Give learners plenty of reassurance and positive feedback.

Reflection

Conclusion

Fletcher et al (2010) suggests learners are more likely to succeed when “e-learning is embedded in literacy learning, the context relates to the students’ backgrounds and workplace needs, and the wider family structures support them” (p.19).  Other areas to consider for engaging learners are using game-like activities, “drag and drop” question and answer sites and the use of visual clues.  Bolliger (2009)  finds that learners “respond positively to using visual clues” (p.106) such as emoticons which can contribute to the “clear expression of meaning and emotion and therefore, support the formation of relationships” (p.106) to increase “the level of social presence and feel of community” (p.106) often lost with e-learning.

References

Bolliger, D. U. (2009). Use patterns of visual cues in computer-mediated communication. The Quarterly Review of Distance Education, 10(2), 95-108.

Coryell, J. E. & Clark, C. M. (2009). One right way, intercultural participation, and language learning anxiety: A qualitative analysis of adult online heritage and non-heritage language learners. ProQuest Central. Foreign Language Annals. 42(3), 483-505.

Fletcher, J., Nicholas, K. & Davis, N. (2010). Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17-29.

GCFLearnFree.org Word 2010 Tutorial App [Video file]. (2013, February 1). Retrieved from http://www.youtube.com/watch?v=llPFjYmKJqs&feature=player_embedded

Hemby, K. V. (1999). Designing programs for computer-anxious adults: The trainer’s dilemma. TechTrends, 43(6), 32-34.  Retrieved March 21, 2013, from: from AUT website http://search.proquest.com.ezproxy.aut.ac.nz/docview/223123552.

Queens Library Adult Learner Program Computer Literacy [Video file]. (2009, July 31). Retrieved from http://www.youtube.com/watch?v=BkvfeSD20HU&feature=player_embedded

Images:

Computer anxiety [untitled painting]. (n.d.).  Retrieved March 21, 2013, from: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVt78Ih3NXCpU18OylLTGmijt0_rREU99LmyB5-CslhsK8LssN9PGT4NX9dXbwBnzrHVoxiVTEMPaXhltBAZadwMb6ixvdCb1WIPTFxLdM3bnAuwLd03OaQ_Zj9UBo6hI8kSyGOHEIeu4/s320/Tame+Computer+Fears.gif

Error message [untitled drawing]. (n.d.). Retrieved March 21, 2013, from: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIF1vAF0n8xZ3FnrY1HJhhYXZ7io_NzzZThVMZoTaBlqylx17GVeZ6bpHesLBkVOTmV4lm0ZwN6O70AbQsxh_tiYj-UVo0bLI0w3LXikFhOQkgZMXH3gYlP23ILvVLiVy7IFsK9uS9yks/s1600/gorilla+rage+on+computer+meme.png

E-learning [Untitled painting]. (n.d.). Retrieved March 21, 2013, from: http://shelleywright.files.wordpress.com/2011/03/254126209_e34a70abcc_o.jpg

Learn together [Untitled photograph]. (n.d.). Retrieved March 23, 2013, from: http://edutech.uni-saarland.de/uploads/12/IMG_4772_klein.jpg

Reflection [Untitled photograph]. (n.d.). Retrieved March 23, 2013, from: http://www.indiana.edu/~icy/resources/tutorial/images/reflection.jpg